Development of Vocabulary in Spanish-Speaking and Cantonese-Speaking English Language Learners

Autor/in	Uchikoshi, Yuuko
Titel	Development of Vocabulary in Spanish-Speaking and Cantonese-Speaking English Language Learners
Quelle	In: Applied Psycholinguistics, 35 (2014) 1, S.119-153 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716412000264
Schlagwörter	Vocabulary Development; Spanish Speaking; Sino Tibetan Languages; Native Language; Second Language Learning; Language Acquisition; Kindergarten; Expressive Language; Language of Instruction; English (Second Language); English Language Learners; Elementary School Students; Grade 1; Grade 2; Scores; Language Tests; Interference (Language); Psycholinguistics + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Language test; Sprachtest; Psycholinguistik
Abstract	This study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier English exposure led to larger English vocabulary in kindergarten. There was no interference of early English exposure on native-language vocabulary. Moreover, Cantonese-speaking children had higher English expressive vocabulary scores than Spanish-speaking children and this difference remained for the 3 years. In contrast, although there were no significant differences in first language vocabulary at the start of kindergarten, Spanish-speaking children had steeper growth rates in first-language vocabulary than Cantonese-speaking children, after controlling for language of instruction and first-language concepts about print. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10